Tag: education

Autistic people risk being left behind without urgent Government action

Autistic people and their families across Scotland continue to face significant barriers, including long waiting times for diagnosis, a lack of support in schools and low employment rates.

Too often, children are missing out on education or are excluded from the classroom, while many people are left without support until they reach crisis point.

We and others have long campaigned for the Learning Disabilities, Autism and Neurodivergence (LDAN) Bill – a Bill which the SNP committed to as far back as 2021. This would provide an opportunity to address the challenges facing autistic people and deliver real change.

Legally binding national and local strategies would improve support and accountability, while mandatory training across public services such as health, education and criminal justice would ensure autistic people’s needs are recognised and supported earlier.

Years of consultation have shaped these proposals, with many in the autistic community sharing difficult and traumatic experiences in the hope of having their voices heard.

As part of the Act Now for Autistic Rights campaign, our charity has launched a petition urging the First Minister, John Swinney, to include the LDAN Bill in September’s Programme for Government, which will set out the Scottish Government’s key priorities and legislative programme for the coming year.

In the lead up to the recent election in Scotland, more than 5,500 letters were sent by supporters urging party leaders to commit to this legislation. This momentum must now be matched with action. Without a clear commitment from the First Minister, autistic people risk being left behind.

You can add your voice and help push for real change by signing the petition today: https://act.autism.org.uk/page/191897/petition/1?mode

Rob Holland, Director of the National Autistic Society Scotland, said: “Our campaign had a fantastic response during the election period. Thousands of letters were sent urging all parties to commit to the Learning Disabilities, Autism and Neurodivergence (LDAN) Bill, demonstrating a significant level of support for legislation long overdue in helping secure the rights of autistic people and their families.

The importance of the LDAN Bill in tackling the inequalities faced by autistic people and their families cannot be underestimated and this legislation is a vital opportunity to improve outcomes and recognise the rights of some of our most marginalised communities.

“With the election behind us and attention now turning to the first Programme for Government, we need everyone who wants to see urgent change to sign our petition and ensure this vital piece of legislation is introduced as early as possible in the new term.”

Becca, NAS Scotland Campaigner, said: “The LDAN bill is vital for the wellbeing, safety and equality of autistic and neurodivergent people in Scotland.

“Access must be granted, training must be given and voices must be heard to ensure that autistic and neurodivergent people have equal access and opportunity as anybody else. 

“The LDAN bill must be included in the Programme for Government to ensure this change happens and lives are improved. 

“As an autistic person, it is a struggle to ensure my voice is heard and my opinions are taken into account, so by committing to the inclusion of the LDAN Bill in the Programme for Government, I matter.

“My voice and many others across the country matter.“

You can call on the First Minister to Act Now for Autistic Rights by signing the petition here.

Scotland’s last all-boys school removes phones at night as debate over teenage screen use grows

Edinburgh’s last all-boys school is removing phones overnight in a drive to put sleep back at the centre of school life.

As debate continues following Westminster’s recent decision to ban mobile phones in schools, Merchiston Castle School in Edinburgh is taking its own approach to managing screen use.

The independent school has their younger boarders hand in their phones and tablets each evening before bed, removing the temptation to scroll, message or game late into the night.

For Sixth Form pupils, phones remain with them but the school’s Wi-Fi switches off at 11pm, marking the end of the digital day. The policy forms part of a wider effort to encourage healthier digital habits and better sleep routines.

As a boarding school, staff also oversee evening routines and bedtime in the houses, giving them a unique view of how screen habits affect sleep.

The move comes amid growing concern about the impact smartphones are having on teenagers’ sleep and attention. Recent research by the National Literacy Trust found that fewer than one in ten boys aged 14-16 now read daily for pleasure, with screens and digital distractions increasingly dominating evenings.

Staff say reclaiming some of that evening time has become an important part of boarding life at Merchiston.

The school has also introduced The Bothy, a deliberately screen-free social space where pupils can spend time together without devices, playing board games, reading, listening to music or simply talking.

Staff say the aim is not to ban technology but to help boys develop healthier routines around sleep and downtime.

Boarding staff say the biggest change is visible in evening routines once devices are removed.

Richard Glover, house parent for the school’s middle-year boarders, where phones are handed in overnight, said: “Before we introduced clearer routines around phones, it wasn’t unusual to see boys scattered around the house late in the evening, each absorbed in their own screen messaging, gaming or scrolling.

“Once the phones are handed in, the atmosphere changes quite quickly. You start to see the more traditional side of boarding life come back with boys chatting in the common room, reading, playing pool, helping each other with homework or even cooking together in the kitchen.

“We have noticed that the boys even recognise their sleep quality improving with the school’s routine. Within a short time the house becomes much calmer and bedtime happens far more naturally.”

For older pupils, the emphasis shifts towards independence.

Nick Lieberman, house parent for the school’s Sixth Form boarders, where pupils keep their phones but Wi-Fi switches off at 11pm, said: “With Sixth Form pupils the focus is much more on independence and learning self-management of their screen time.

“They’re only a year or two away from university, so part of boarding life is helping them learn how to manage their own routines and helping them build habits they’ll carry with them beyond school.

“The evening routine in Sixth form is sacred and forms invaluable structure for the boys while in school. The boys must then be in their rooms and settling for bed from 10pm onwards.

“When the Wi-Fi switches off at 11pm it creates a natural end point in the evening and a digital switch off, limiting the opportunity for endless scrolling and also the temptation to do a bit more work because rest is so important as a part of academic study.”

Carole Crawford, whose son flexi-boards at Merchiston and spends part of the week boarding and part at home, said the school’s approach to evening phone use has helped reinforce positive sleep habits and support the routines already encouraged at home.

She said: “Like most teenagers, my son would happily stay on his phone late into the evening if he could. We have always encouraged sensible phone habits at home, and the structure at school really helps reinforce that message.

“It gives him a clear point in the evening to switch off, settle down and get a proper night’s sleep. When he comes home, that pattern carries through, and he is more conscious of putting the phone down at the right time.”

Headmaster of Merchiston Castle School, Huw Jones, said: “Sleep is fundamental to how young people learn, concentrate and manage their wellbeing. Rather than focusing on restricting or banning phones, our priority is to nurture the skills and habits that support a healthy, sustainable relationship with technology.

“In a boarding environment, we have a duty to ensure pupils have the time and space to switch off properly at night. When young people are well rested, everything improves, from focus in the classroom to how they engage with friends, sport and school life more broadly.

“I try to model good habits by locking away my own phone during the working day. It’s a simple way of showing that how we use technology has a direct impact on our attention, productivity and wellbeing.”

To learn more about Merchiston Castle School, please visit:

https://www.merchiston.co.uk/ 

Young people get hands-on heritage experience at Edinburgh Castle

Schools Construction Skills Taster Event at Edinburgh Castle.

School pupils from across Edinburgh swapped their classroom for the Castle this week to try their hand at construction and traditional skills through a Build Your Future event.

Historic Environment Scotland (HES), in partnership with Scottish Traditional Building Forum and The City of Edinburgh Council, held the event for nearly 100 pupils on Wednesday 27 and Thursday 28 May.

The two-day skills taster event is designed to inspire the next generation of craftspeople, construction professionals, and heritage specialists by giving young people the chance to try a range of practical skills.

Across the two days, pupils rotated through five interactive skills stations with demonstrations and mini masterclasses delivered by industry specialists.

Activities include roof slating, stonemasonry, painting and graining, timber joinery, and technology in construction such as thermal insulation – showcasing both traditional craft skills and modern construction techniques, and demonstrating how they work together to maintain, repair and future-proof Scotland’s historic buildings.

The National Federation of Roofing Contractors (NFRC), who first supported the inaugural Build Your Future skills demonstration at Edinburgh Castle in 2012, returned this year to lead the roof‑slating activities and share their expertise with pupils. There was also insight from industry body Women in Property who were able to share experience and advice with pupils.

HES craftspeople led behind‑the‑scenes tours of Edinburgh Castle, giving pupils rare and unique insight into the conservation and construction work required to care for a world‑famous heritage site.

Schools Construction Skills Taster Event at Edinburgh Castle.

Colin Tennant, Interim Director of Cultural Assets at HES, said: “Seeing young people get hands‑on with these skills is a fantastic reminder of why this work matters. Scotland’s historic environment depends on a strong pipeline of traditional and emerging skills, and inspiring young people to see the opportunities available to them in the sector is essential.

“At HES, we’re committed to playing a leading role in tackling the skills gap – investing in training, supporting innovative programmes like Build Your Future, and working closely with partners across education, industry and local authorities. But we cannot do this alone. Transforming Scotland’s skills landscape needs sustained support and collective effort. With continued engagement across the sector and beyond, we can build the skilled workforce Scotland needs now and for the future.”

Construction apprenticeships currently see a significant drop‑out rate, with just over half of apprentices completing their training each year. Partners believe this is often due to young people entering apprenticeships without a clear understanding of the wide range of roles available.

Build Your Future aims to change this by giving pupils early, practical experience and helping them choose the right pathway from the outset.

Schools Construction Skills Taster Event at Edinburgh Castle.

Joann Russell, Chair, Scottish Traditional Building Forum, said: “We are delighted to return to Edinburgh Castle to deliver a Build Your Future event. This model of school engagement started at Edinburgh Castle in 2012 and has evolved significantly with the feedback from education and industry.

“It is a young person focussed approach to promote the many and varied careers in construction to provide young people with insights to help them in their career choices. This has been done with numerous stakeholders across construction and we look forward to continuing to work with them for the mutual long-term aims of addressing the skills gap in construction.”

This week’s event at Edinburgh Castle, delivered in partnership between Scottish Traditional Building Forum, The City of Edinburgh Council and HES, builds on the success of a wider National 5 pilot programme.

The pilot programme embeds teaching of construction and traditional skills directly into the school timetable to create a clear pathway towards a National 5 qualification and beyond. The pilot, running across several schools in the city, has supported young people to gain early experience in heritage and construction careers, with several pupils progressing into apprenticeships.

Schools Construction Skills Taster Event at Edinburgh Castle.

Councillor James Dalgleish, Education, Children and Families Convenor, City of Edinburgh Council, said: “This event has been a great opportunity for young people to explore and try out a range of specialist and practical skills, all under the supervision of industry experts. Against the backdrop of Edinburgh Castle, school pupils were given a glimpse into the craftsmanship involved in conserving such a historic landmark too.

“In Edinburgh, we’re focused on improving outcomes for all learners and our innovative pathways work offers tailored routes for all young people – whether further education, an apprenticeship or the world of work.

By partnering with organisations like Historic Environment Scotland and Scottish Traditional Building Forum we want to inspire young people interested in a career in construction or conservation by showing them all that’s on offer.”

More information on traditional skills and training can be found on the HES website. Employers and schools interested in opportunities to participate can contact the team at skills@hes.scot

New missions to transform childhoods of most disadvantaged

New education missions launched to open doors for children in England’s most under-served communities

Thousands of children from England’s most under-served communities are set to benefit from targeted support that will transform their life chances through two pioneering new education programmes. 

Mission North East and Mission Coastal will bring expert support into classrooms and new opportunities beyond the school gates for children in the North East, Hastings and Scarborough from this September — communities where too many young people have been held back for too long, with persistently low results. 

Announced by Education Secretary Bridget Phillipson today, these landmark programmes will transform children’s lives — giving the most disadvantaged children the mentoring, careers support, and enrichment opportunities they need to achieve and thrive.

The data driving these decisions is stark. The North East has the lowest exam results of any region in England at 1.9 points below the national average of 46.0 in Attainment 8. In Hastings, disadvantaged pupils average just 26.0 and in Scarborough around 27.

Across the country, disadvantaged White British pupils are being consistently let down, scoring 30.9 against 48.6 for their better-off peers. That is a generational injustice.

These missions will change that. Expert practitioners will work directly with leaders and teachers, building teacher capacity and raising standards. Schools will work together in local clusters, learning from each other rather than tackling challenges alone. 

Beyond the school gates, new partnerships with employers, sports clubs, faith groups and youth organisations will provide vital mentoring, careers support and cultural enrichment — the building blocks of a full childhood.

These programmes build on the success of the London Challenge, which launched in 2003, and proved what is possible when you concentrate expert-led, place-based support in communities that have previously been left behind. 

Education Secretary Bridget Phillipson said: “I grew up in the North East and know the challenges families face. I want every child there, and in coastal communities like Hastings and Scarborough, to have the same opportunities I was lucky enough to have.  

“For too long, children living in these areas have grown up without the opportunities that they need and deserve to be able to achieve and thrive. 

“That is not a matter of ability. It is a matter of justice. Mission North East and Mission Coastal are our commitment to change that postcode lottery for good.”

Designed with a Test, Learn and Grow approach, these programmes will identify what works quickly and feed those lessons back into national policy – so these missions benefit not just local communities, but similar communities across the country.

Over time, we will look to form a wider alliance of other coastal areas with similar challenges, where children and families can benefit from the approach being taken in Scarborough and Hastings.

The landmark Schools White Paper set out the government’s plans for Mission North East and Mission Coastal as part of our plan to cut the link between background and success and halve the disadvantage gap for this generation, so that every child can achieve and thrive.

This work builds on the passing of the Children’s Wellbeing and Schools Act, which introduced free breakfast clubs to all primary schools and places new limits on branded school uniform costs.

Together, these measures form part of the most ambitious programme of investment in children and childhood England has seen in a generation.

Nature walks spark big conversations at Cramond nursery

Children at Bright Horizons Cramond Early Learning and Childcare are enjoying weekly visits to the nearby beach and woodland areas, supporting learning through exploration, conversation and shared experiences outdoors.

The visits give children time to explore their surroundings at their own gentle pace, encouraging curiosity and helping them build confidence beyond the nursery environment. Experiences from their adventures are then revisited back at nursery through discussion, further exploration and play.

The approach comes amid growing national discussion about screen use in the early years. Recent UK research reported by Nursery World has highlighted the increasing role screens play in very young children’s daily routines, prompting renewed focus across the sector on real-world, hands-on experiences.

Yvonne, Nursery Manager at Bright Horizons Cramond, said: “Exploring the local area together supports children’s sense of belonging and helps them make sense of the world around them.

“When they return from visits to the beach and forest, they collect natural materials such as shells, leaves and pinecones, alongside ideas and questions to talk through back at nursery.

“This reflects our Nurture Approach, where emotional wellbeing, strong relationships and shared reflection are at the heart of how children learn.”

Practitioners use children’s observations and conversations from these outings to shape learning back at nursery, supporting communication skills, emotional wellbeing and meaningful connections with the world around them.

By prioritising outdoor exploration, time for talk and shared reflection, the nursery aims to offer young children rich learning experiences rooted in relationships and real environments, rather than digital distractions.

Bright Horizons Cramond Early Learning and Childcare is holding an Open Day on 13 June, giving families the opportunity to visit the setting, meet the team and find out more about early education and childcare.

Registrations are now being taken for 2027. Further details are available via the Bright Horizons website.

A new school term with new challenges and opportunities

Education, Children and Families Convenor, Cllr James Dalgleish reflects on the start of both SQA exams and the Summer term for schools:

This week saw a return to the school routine after the Easter break for learners, teachers and school staff across the city. With the weather promising the start of Spring I know that, mirroring the shift in seasons, for many young people this time of year marks a transition from school to what comes next.

The annual SQA National 5, Higher and Advanced Higher exams started this week, running until 1 June. For many learners, particularly those taking SQA Awards and Skills for Work vocational subjects, assessments have already taken place throughout the academic year.

I have been pleased to see the shift from academic achievement as the sole means to measure attainment in recent years. We are focused on improving outcomes for all learners and this includes acknowledging that each of our young people are unique individuals with their own talents, skills, ambitions and aspirations.

For many young people, a timetable of academic subjects followed by formal exams works well but others are better suited to dynamic, hands-on learning – some find that a mix of the two suits them best.

Our award winning and innovative pathways work aims to increase the number of learners in positive destinations after school. We offer unique and tailored routes for all young people – whether university, college, an apprenticeship or the world of work is what’s next.

We work with a range of partners including Edinburgh College and local roofing and construction businesses to deliver National 5 qualifications. Alongside this, we offer courses in business skills, creative and digital media, food and drink, financial services among others – and starting in August, barbering.

It is positive that through our innovative partnership approach, the attainment of school leavers in the national benchmarks have improved across most measures in recent years. The number of vocational National Progression Awards achieved by City of Edinburgh school leavers increased from 1433 in 2023 to 2365 in 2025 – and in 2026, this is expected to rise again.

We are committed to offering the highest quality education that meets the needs of all our learners, narrowing the gap between the most and least disadvantaged young people and breaking the cycle of intergenerational disadvantage.

There is no ‘right’ route for a young person but there is the right support, guidance and opportunity to find a future path that fits.

So, as we all enjoy the sunshine and look ahead to Spring, Summer and beyond – let’s celebrate the start of a new school term and the potential it brings.

Good luck to all young people sitting exams over the next few months. I wish each of you all the best as you look ahead to life beyond school.

This article first appeared in the Edinburgh Evening News

Brunstane Primary School refurbishment complete

Significant refurbishment and retrofit work at Brunstane Primary School is now complete and the school building has been handed over in time for the start of the new school term.

GRAHAM were appointed to deliver a multi-phase transformation project to retrofit the school building. The improvement works adopted a ‘fabric first’ approach – a sustainable building design strategy that maximises the performance of materials and components aiming to reduce energy demand and carbon impact.

Following the works, the school building has achieved the highest EPC rating of A, acknowledging the energy efficiency of the building.

The building works, which started in October 2024, include a three-storey tower and a single-storey block incorporating 14 classrooms and pupil support spaces, as well as a gym hall, kitchen and staff areas.

Supporting the Council to meet its sustainability commitments, a new energy centre was built on site including an air source heat pump which serves an updated heating system and replaces the existing gas boilers. Photovoltaic panels were installed on the roof along with new insulated cladding on both external walls and roof, with improvements to windows. 

This investment in sustainable measures reduces the environmental impact of the building and offers a healthier and more comfortable learning environment for pupils and staff.

Councillor James Dalgleish, Education, Children and Families Convener said: “We want all our schools and early years settings to offer the best possible learning environment for our children and young people.

“Central to this is ongoing investment in our school buildings to ensure that they meet the needs of our learners, offer a comfortable learning and teaching setting and support our net-zero goals.

“It is fantastic to see that the refurbishment works at Brunstane Primary School are complete, just in time for pupils and staff returning after the Easter break.

“The improvements to the building will make a huge difference to how the school building is used by teachers and pupils in the here and now, and for many future generations of young learners in Brunstane.”

Chris MacLeod, regional managing director at GRAHAM Building, said: “The handover of Brunstane Primary School marks the successful completion of a complex retrofit project delivered within a live school environment.

“Pupils and staff can now benefit from a modern, energy-efficient space that supports both learning and wellbeing, while considered sustainability elements will significantly reduce the building’s carbon footprint.

“Throughout the programme, our focus has been on minimising disruption and working collaboratively with the school to ensure a smooth delivery.”

No place for abuse and intimidation at May election: Electoral Commission

The Electoral Commission is calling for the Scottish Parliament Election on May 7 to be free of abuse and intimidation. 

In recent elections, candidates have faced unacceptable behaviour while campaigning, including harassment, threats and physical intimidation. Following the UK Parliament General Election in 2024, Commission research found over half (55%) of candidates felt that they had some kind of problem with harassment, intimidation, or abuse, with one in ten (13%) reporting it as a serious issue. 

This led to more than half (56%) of respondents avoiding some kind of campaign activity due to fear of abuse. Women were also found to be twice as likely, and ethnic minorities three times more likely, to report serious abuse. 

With the poll still six weeks away, the Electoral Commission is acting now to tackle the issue alongside partners including the Electoral Management Board for Scotland and Police Scotland. This includes supporting electoral administrators to ensure the safe and effective delivery of the election, including through providing guidance on their powers at polling stations and the count, so everyone can participate freely and without intimidation. 

The Commission has published a set of principles to guide campaigning at the May elections, with a focus on maintaining respect, safety and honesty during robust debate. Created in response to recommendations made by the Speaker’s Conference on the security of MPs, candidates and elections, the principles build on common themes across parties existing codes of conducts, and aim to put in place a common, minimum standard of behaviour, to make sure that campaigners feel supported and protected.  

Education also plays a critical role in tackling abuse by preparing young people to participate in democracy. The Commission is delivering democratic education for young people and New Scots to support media literacy and improve understanding of the role of the Scottish Parliament and its politicians.   

Cahir Hughes, Acting Head of the Electoral Commission Scotland, said: “Abuse and intimidation should not be seen as part of the job for candidates , elected officials or electoral staff. This behaviour is unacceptable and harms democracy. 

“Clear principles to help people take part in respectful campaigning are available, and we would encourage all parties and candidates to engage with the safety resources and briefings provided by Police Scotland. 

“We will also continue to speak out against online harassment and threats directed at those taking part in elections and have made recommendations to social media companies to strengthen their response to abusive content.” 

Malcolm Burr, Convener of the Electoral Management Board for Scotland, said: “Returning Officers and their staff will not hesitate to exclude anyone from polling places or the count if they disrupt proceedings.   

“Any poor behaviour from candidates and agents undermines trust in the whole system. Voters must have confidence that the election will be run in a free, fair and safe manner for all.” 

Chief Superintendent Neil MacDougall, Police Scotland, said: “Advice and briefings are being provided by Police Scotland to maximise the safety of candidates, minimise any risk of disruption and ensure a peaceful democratic process. All reports of criminality will be subject to an investigation. 

“We continue to work with partners, including the Electoral Commission, and will liaise closely with local authority returning officers across Scotland regarding security at polling places.” 

NO such problems at the Edinburgh Northern Hustings organised by Drylaw Telford Community Council at Drylaw Neighbourhood Centre last night.

It was all very civilised – we even had a Conservative candidate agreeing with his Communist opponent! – Ed.

Edinburgh pupils take part in pioneering sustainability skills showcase at Powering Futures Live

Pupils from across Edinburgh took to the stage at Murrayfield Stadium and Easter Road Stadium this week as they participated in Powering Futures Live – a series of regional showcase events which brought over 2,000 pupils from across the country to some of Scotland’s most iconic venues to present to, and network with, over 300 business leaders working across Scotland’s economy. 

Across the city, 225 pupils from seven schools – St Augustine’s RC High School, Trinity Academy, Balerno Community High School, Liberton High School, Drummond Community High School, Craigmount High School and Portobello High School – have spent the past 30 weeks working in teams to research, develop answers to real world challenges posed by leading Scottish businesses.

They then delivered their work in a presentation to a panel of professionals working in leading businesses across the Lothians, including Aecom, HSBC, PwC and Hitachi Rail, where they presented their innovative solutions.

Powering Futures Live, which was sponsored by Zero Waste Scotland, marks the end of a year-long journey for participants in the Powering Futures Schools Challenge Programme, bringing education and industry together for a series of regional events at Ayr Racecourse, The Crichton, Stirling Court Hotel, Pittodrie Stadium, Ross Country FC, Hampden Park, Easter Road and Murrayfield stadium.

This academic year marked the largest participation in the Powering Futures programme to date, with over 100 schools across the country and around 2,300 pupils taking part for 2025-2026.

Having undertaken their final presentations at Powering Futures Live, all participants are now expected to earn an SCQF Level 6 qualification – equivalent to a Scottish Higher. 

The challenges for this year’s cohort were set by leading Scottish industries, reflecting the priorities shaping Scotland’s future economy:

  • Seafood Scotland – ‘Fish-Tales’: Helping Scots to rediscover their local superfood by designing a campaign that reconnects Scottish people with local sustainable seafood 
  • Vital Energi with the Centre for Net Zero High Density Buildings (CeNZ-HighDB) and HCI Skills Gateway – ‘Hot Stuff’: Design a town for 2,500 new homes that showcases the opportunities that new heating technology offers – creating communities where heating is affordable, efficient and low carbon
  • BAM and Siemens Energy – ‘Watt’s Next?’:  creating a nine-month timeline of experiences and events that redesigns how young people can discover careers in clean energy, and be connected with potential employers
  • SSEN Transmission – ‘Power-Up’: Create a plan for moving the equipment and materials for new electricity infrastructure to a remote environment whilst minimising the impact to local communities and the environment. 

Industry mentors from these organisations worked directly with pupils in the classroom, guiding their research and helping develop creative solutions, directly bridging the gap between education and business and helping employers to engage with the workforce of the future. 

Powering Futures was established in 2020 to empower young people with the skills, critical thinking and confidence to enter the workplace. At its heart is the Powering Futures Challenge Programme, which tasks teams of S5 and S6 pupils with solving a problem set by industry.

The programme supports pupils in developing skills in teamwork, problem-solving and presenting, and culminates with pupils presenting their creative solutions to a panel of industry judges. At the end of the process, participants will gain a SCQF Level 6 qualification, equivalent to a Scottish Higher. 

Jennfier Tempany, Co-Founder of Powering Futures said: “We were delighted to have 225 pupils from across Edinburgh attend Powering Futures Live at Murrayfield and Easter Road this week, and we were blown away by the innovation and creativity in their final presentations.

“This has been our biggest cohort of young people taking part in the Powering Futures Challenge programme, and Powering Futures Live marks the pinnacle of their exciting journey. 

“What makes Powering Futures Live so special is the way it brings education and business directly together, giving young people the opportunity to showcase their talent, harness their skills and present the solutions they have collaborated on for the past year. 

“By empowering young people through our pioneering Powering Futures Challenge Programme, we can help them develop the critical skills that employers are looking for in their future workforce as well as establishing those essential links between the businesses of today and the workers of tomorrow who will power Scotland’s future.”

Jeni Adamson, Industry Engagement Manager at Seafood Scotland said: “As both a student mentor and challenge setter, I’ve been fortunate enough to experience the journey from the classroom to final presentations.

“The commitment and creativity displayed by the students at the live events I have attended has been outstanding, and the quality of solutions presented across all challenges has been incredibly impressive. 

“Every student I’ve encountered on the programme has grabbed the opportunity with both hands, which is inspiring to see.”

Easter study support 

Free webinars for senior-phase school pupils

Young people across Scotland studying for Senior Phase qualifications will have access to free online Easter Study Support.

The webinars provided by e-Sgoil are delivered by secondary teachers covering multiple subjects over National 4, National 5, Higher and Advanced Higher levels.

Registration for the extensive programme of webinars is now open, with sessions scheduled to run throughout the week beginning 6 April. 

The Easter programme, now in its fifth year, has been developed as part of the Scottish Government-funded National e-Learning offer and continues to grow in both reach and impact.

Cabinet Secretary for Education and Skills, Jenny Gilruth, said: “I welcome the continued success of e‑Sgoil’s Easter Study Support programme, and I’m pleased the Scottish Government has been able to continue to support the provision of high‑quality revision opportunities for senior phase pupils at a crucial point in the school year.

“Last year’s participation and overwhelmingly positive feedback show the real value of this national offer in building confidence and reducing anxiety ahead of exams. The programme reaches young people in every local authority and strengthens the wider support available in Scotland’s schools.”

Last year 4,287 registered for a total of 18,100 webinar places, representing an increase of 689 learners on the previous year.

Commenting, e-Sgoil Study Support Programme lead Rhona Johnstone added: “We are delighted to offer the Easter Study Support programme to Senior Phase learners across Scotland yet again this session and pleased to see the programme reaching more learners year on year. 

“The evidence of the impact that both the Easter and Evening Study Support programmes has on the learners ahead of assessments and exams can be seen in the feedback received from those who have participated in previous years.”